INNOVATIONS IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION IN NIGERIA by Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe (fantasy novels to read TXT) 📕

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SECTION THREE

CURRICULUM INNOVATION IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION

PREPARING SECONDARY SCHOOL TEACHERS FOR INCLUSIVE EDUCATION IN NIGERIA: THE WAY FORWARD.

Dr. Madeleine C. Nwankwo

Anthonia I. Amaefuna

&

Joy A. Eke

Abstract

This study examined education in general and its role in a nation’s development. It then went further to stress the need for every citizen of a nation that strives for development especially Nigeria to receive the same quality of education and in the same environmental setting for uniformity and equity. The role of Education-For-All (EFA)by the year 2015 project, though overtaken by time frame was also stressed as a case for implementing inclusive education; a type of education system that will bring all irrespective of disability, gender, culture and ethnic background to learn in the same school setting and environment. This type of education needs special training for the teachers who will implement it. The importance of production of qualified and professional teachers was also highlighted as well as the role of such teachers in implementing inclusive education in Nigeria. Problems faced by students and challenges facing the full implementation of inclusive education in Nigeria are also highlighted as well as the way forward. It was recommended among others, that children with disabilities deserve equal access to quality education with normal children. Structures and facilities that are inclusive-friendly to be made available to schools by government.

Keywords: Preparing, Teachers, Inclusive Education

Introduction

The extent to which a country is said to be developed is a function of the level of education of its citizens. Any nation with majority of its citizens still illiterate cannot boast of having been developed. Education therefore, is an important instrument used by countries all over the world to attain social, cultural, economic and technological development. Hence, no nation can claim to acquire or sustain any form of development without grossly investing on education of its citizens. Nigerian national planning commission (NPC, 2013) defines education as an instrument for empowering young people with knowledge and skill which provides them access to productive life. In line with this, the national policy on education (FME, 2014) further stated that education is the process concerned with the transmission of worthwhile values, skills and knowledge suitable for developing learners’ potential for national development. It is believed to be the most important instrument of change and an equalizer. Education bridges the gap between the rich and the poor, the strong and the weak, and makes one influential irrespective of his/her humble background. This is why Sharon (2013) said that education is the basic human right that should be feasibly accorded to all human beings. Hence, all efforts should be directed to making education available to all irrespective of gender, ethnic